Reading-Literacy Coach

DEFINITION

Under general direction, to assist in the planning, development, and implemen­tation of the guidelines and proce­dures pertaining to the school site instructional staff in relation to at-risk readers; to serve as a resource con­cerning curriculum and instruction matters and as a communication link to instructional personnel; and to do other related functions as directed, including reading interventions with groups and individuals of students as needed in relation to other job duties.

DISTINGUISHING CHARACTERISTICS

This position classification requires subject matter expertise commonly associated with teaching and instruction. Directly related teaching and instruction experience is required to perform demonstration teaching, in-service training, and problem analysis using prescribed principles, methods and concepts. The position classification performs decision analysis and makes decisions of considerable consequence, in determining how best to aid other teachers.   The functional role of this position classification requires the application and interpretation of data, facts, procedures, and policies.  The incumbent meets frequently with school administra­tors, teachers, and other staff to communicate information, data, and alternative problem solutions.  This is a sedentary position classification that performs light work that involves sitting a considerable portion of the time, but does require walking and standing for extended periods.  This position requires accurate perceiving of sound, near and far vision, depth perception, handling and working with materials and objects, and providing oral information.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.   

EXAMPLES OF DUTIES

· Plan, organize, coordinate, and participate in the school site curriculum and instruction process.

· Plan, organize, and coordinate subject area instructional delivery system in accordance with District policies, regula­tions and guidelines.

· Assist in the establish­ment of site plans and instruc­tional goals and result objectives.

· Establish a collaborative planning, problem solving and problem solution generation process.

· Participate with site personnel in the review of department proposed textbooks and related instructional material, and instructional apparatus and equipment.

· Perform a variety of communication activities both within and without the site.

· Assist site personnel in the development of professional growth goals and activities.

·    Delivery of direct instruction and interventions to students

· May assist site personnel in the utiliza­tion of appropriate student behavior management skills.

· Confer with, counsel, and advise site ad­ministrators concern­ing site activities and special project programs and activities.

· May make recom­mendations to revise, update, and incorporate creative and innova­tive trends into the District curriculum and instruction processes, functions and activities.

QUALIFICATIONS

Knowledge of : Principles, goals, and objectives of public education; Methods, techniques, procedures, and strategies concerning the development and maintenance of effective instructional delivery systems; Modern trends pertaining to curriculum and instructional processes and strate­gies;

Ability to : Provide specialized resource support and coordination of site personnel; Analyze and assess site program needs, and offer recommendations per­taining to program revisions, additions, or deletions; Participate in the evaluation of the District master education plan and integrated site instructional plans; Understand and carry out oral and written directions with minimal accounta­bility controls; Communicate effectively in oral and written form; Establish and maintain effective organization, community, and public relation­ships.

EXPERIENCE AND EDUCATION

Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be:

Experience : Three-five years primary (K-3) teaching experience or Title I experience working with at-risk readers.

Education : Preferred possession of an earned masters or higher degree from an accredited college or university in department subject matter areas or related field of education/curriculum development.

Certification Requirement

Possession or ability to obtain a valid Colorado teacher licensure.